The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
The document outlines a plan for a "Teachers Teaching Teachers" professional development day at SMHS. Teachers will be surveyed about their technology skills and strengths. Those using technology innovatively will present to other teachers on topics like using Office, engaging students online, and creating technology projects. The day will include sessions for basic tech skills, online connections, and project creation. Teachers will brainstorm ways to apply the information and administrators will check for implementation throughout the year.
The document discusses the importance of planning in teaching. It explains that planning is necessary to increase teaching efficiency, ensure proper education control, avoid improvisations, and propose appropriate student homework. Planning consists of three main stages: planning, implementation, and verification. Specifically, planning involves developing course plans, unit plans, and lesson plans. A course plan serves as the framework and contains elements like informational data, contents, justification, timing, graduate profile, and objectives. Planning is key to achieving educational goals.
This document provides information about a seminar-workshop on K to 12 teaching and learning that will be held at the Don Mariano Marcos Memorial State University. The seminar aims to develop an appreciation of the curriculum, orient students on innovations to meet 21st century needs, and equip them with strategies for character formation and student development. It will feature speakers discussing curriculum development, the grading system, and classroom management strategies. The event is organized by the College of Education for third and fourth year students and will provide certificates to participants.
The document discusses curriculum, curriculum development, implementation, and enrichment. It defines curriculum as what students are expected to learn and how lessons are taught. The most widely used curriculum development model is Ralph Tyler's model which begins with identifying learning objectives based on stakeholder input. Curriculum implementation refers to actually using the curriculum, while enrichment extends the core curriculum by providing additional exciting learning experiences. The document outlines different types of enrichment including those for general students, those interested in specific skills, and for gifted students.
The document discusses unit planning in education. It states that a unit is comprised of interrelated ideas with objectives that all content and activities are directed towards accomplishing. Effective unit planning is developmental, provides vertical and horizontal organization of learning experiences, and involves participation in goal planning. A unit plan should consider individual learner differences and backgrounds, provide new experiences, and help satisfy future needs. The document provides details on steps for developing a unit plan, including selecting objectives and content, organizing teaching/learning activities, and evaluating learning.
This document is an observation form used to evaluate English immersion teachers in the Dominican Republic. It contains sections to rate teachers on planning, time management, instructional delivery, classroom environment, management, use of resources, assessment, and lesson effectiveness. Observers assign scores from 0-4 on each standard based on evidence from the classroom observation. At the end, space is provided for comments from the evaluator and teacher.
The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
The document outlines a plan for a "Teachers Teaching Teachers" professional development day at SMHS. Teachers will be surveyed about their technology skills and strengths. Those using technology innovatively will present to other teachers on topics like using Office, engaging students online, and creating technology projects. The day will include sessions for basic tech skills, online connections, and project creation. Teachers will brainstorm ways to apply the information and administrators will check for implementation throughout the year.
The document discusses the importance of planning in teaching. It explains that planning is necessary to increase teaching efficiency, ensure proper education control, avoid improvisations, and propose appropriate student homework. Planning consists of three main stages: planning, implementation, and verification. Specifically, planning involves developing course plans, unit plans, and lesson plans. A course plan serves as the framework and contains elements like informational data, contents, justification, timing, graduate profile, and objectives. Planning is key to achieving educational goals.
This document provides information about a seminar-workshop on K to 12 teaching and learning that will be held at the Don Mariano Marcos Memorial State University. The seminar aims to develop an appreciation of the curriculum, orient students on innovations to meet 21st century needs, and equip them with strategies for character formation and student development. It will feature speakers discussing curriculum development, the grading system, and classroom management strategies. The event is organized by the College of Education for third and fourth year students and will provide certificates to participants.
The document discusses curriculum, curriculum development, implementation, and enrichment. It defines curriculum as what students are expected to learn and how lessons are taught. The most widely used curriculum development model is Ralph Tyler's model which begins with identifying learning objectives based on stakeholder input. Curriculum implementation refers to actually using the curriculum, while enrichment extends the core curriculum by providing additional exciting learning experiences. The document outlines different types of enrichment including those for general students, those interested in specific skills, and for gifted students.
The document discusses unit planning in education. It states that a unit is comprised of interrelated ideas with objectives that all content and activities are directed towards accomplishing. Effective unit planning is developmental, provides vertical and horizontal organization of learning experiences, and involves participation in goal planning. A unit plan should consider individual learner differences and backgrounds, provide new experiences, and help satisfy future needs. The document provides details on steps for developing a unit plan, including selecting objectives and content, organizing teaching/learning activities, and evaluating learning.
This document is an observation form used to evaluate English immersion teachers in the Dominican Republic. It contains sections to rate teachers on planning, time management, instructional delivery, classroom environment, management, use of resources, assessment, and lesson effectiveness. Observers assign scores from 0-4 on each standard based on evidence from the classroom observation. At the end, space is provided for comments from the evaluator and teacher.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
1) A minimum of seven curriculum-based international activities planned from April 2012 to February 2013 involving teachers, subjects, and students from multiple year groups and countries.
2) The first activity is an enactment of folk tales from various countries by pre-primary students and staff from May to October 2011 to make the school more fun and strengthen home-school bonds.
3) Methods for evaluating activities, such as presentations, records, and circulars, to assess outcomes like global awareness and language learning.
This document contains a summative assessment of a teacher candidate's practicum from December 2013 to March 2014. It evaluates the candidate across several elements of teaching practice, including initiative, use of feedback, classroom management, lesson planning, instructional strategies, and assessment. The associate teacher provides positive feedback, noting the candidate demonstrated responsibility, engaged students, improved pacing of lessons, and was effective in self-reflection and using assessment to guide instruction. The assessment recommends the candidate for the teaching profession.
This document outlines the agenda and activities for a New Teacher Induction Program. The program aims to provide support to new teachers to help develop professional relationships and retain them. The session will provide strategies on parental involvement and classroom organization. Activities include getting acquainted, learning about Marzano's instructional strategies, a homework strategy involving parents, an open discussion, and gaining knowledge of effective organizational skills. Teachers will complete an evaluation at the end.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
1. The document outlines a training design for a one-day leadership seminar-workshop for student government officers and advisers from Surigao del Sur State University - Cagwait Campus and public and private high schools in Surigao del Sur.
2. The seminar aims to enhance the leadership skills of participants through lectures on parliamentary procedures, writing resolutions and minutes, and developing public speaking.
3. The event will be held at Space Bar in Cagwait, White Beach Resort in September 2012 and is expected to have over 30 participants from the university and local high schools. It will be funded through student government funds and registration fees.
The document summarizes Catherine O'Donnell's task of mapping out the existing curriculum development process at Ulster University and identifying where a new reflective tool called Viewpoints could fit within that process. It lists many of the policies, documents, committees, and feedback mechanisms that directly influence the curriculum development process. It also requests feedback on any gaps in the mind map being created to illustrate the relationships between these different influences, and ideas for how Viewpoints could enhance the university's approach to curriculum design.
This document outlines the action plan for the Values Education majors at Benguet State University College of Teacher Education for 2014-2015. It includes the vision, mission, and goals of the college. The action plan has five key result areas: information dissemination, career exploration, tributes for graduates, fundraising, and a seminar. Each key result area lists objectives, strategies, target recipients, timeframe, responsible persons, and budget. The overall goal is for Values Education majors to organize activities that promote values formation among students.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.
Whole School Planning For Student LearningDavid Tyler
The document discusses developing a whole school plan for student learning in the Grampians region. It provides guidance on creating shared principles and goals, mapping the curriculum, developing an action plan, and reviewing units of work. The intention is for schools to draft parts of their plan by the end of the day.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
This document discusses evaluation at the secondary level in Pakistan. It covers the concept, nature, and importance of evaluation including determining academic progress, motivating students, and making educational decisions. The document also discusses internal and external evaluation systems, with internal exams conducted by schools and external exams conducted by outside authorities. Finally, it discusses the process of evaluation including planning, implementation, and feedback to improve the quality of education.
The course is intended to introduce the education students to effective curriculum design and assessment. The course topics include curriculum models, principles and approaches in designing, delivering and addressing the curriculum
Implementing and Enriching the CurriculumJohnaAdube
This document provides information on curriculum implementation and enrichment. It discusses:
- The importance of properly implementing a curriculum for it to be effective.
- Two perspectives on how curriculum can be implemented - one giving teachers full control and one with authoritarian control.
- Factors that affect the success of implementation like teacher training, resources and support.
- Assessing the effectiveness of implementation by looking at student activities, teacher activities and use of support materials.
- Enriching the core curriculum by providing additional exciting learning opportunities beyond what is required. This includes planning enrichment units and evaluating their impact.
This document discusses course planning and unit planning for nursing programs. It defines course planning as organizing the content and learning experiences for a program leading to graduation. Unit planning involves dividing subject matter into large subdivisions. The key aspects of course and unit planning include:
1. Stating objectives and selecting appropriate content and resources
2. Organizing content and learning experiences in a logical sequence
3. Evaluating student learning through various assessment methods
The purpose is to ensure students learn essential information and skills through well-structured and coordinated programs and units. Teachers play an important role in effective planning at both the course and unit levels.
The document provides an instructional design for a 5-day mid-year in-service training for teachers at the Pres. Carlos P. Garcia Technical Vocational School of Fisheries and Arts in Bien Unido, Bohol, Philippines from March 15-19, 2021. The training will be conducted online and has 71 teacher participants. The design outlines the program background and rationale, objectives, activities, budget, resources, and evaluation plan. The goal is to address learning gaps identified in the school's assessment and help teachers improve their knowledge and skills to better achieve learning outcomes for students. [END SUMMARY]
Principles and theories in curriculum developmentDrSindhuAlmas
What Is Curriculum
A Curriculum Will Answer
Difference Between Syllabus & Curriculum
Aims And Objectives
Curriculum Framework
Common Elements Of A Curriculum Framework
The Role Of Curriculum
This document outlines the Philippine Professional Standards for Teachers. It includes 7 domains that define teacher quality, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers with descriptors for beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. Finally, it provides details on the strands and indicators for each domain at different career stages.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
1) A minimum of seven curriculum-based international activities planned from April 2012 to February 2013 involving teachers, subjects, and students from multiple year groups and countries.
2) The first activity is an enactment of folk tales from various countries by pre-primary students and staff from May to October 2011 to make the school more fun and strengthen home-school bonds.
3) Methods for evaluating activities, such as presentations, records, and circulars, to assess outcomes like global awareness and language learning.
This document contains a summative assessment of a teacher candidate's practicum from December 2013 to March 2014. It evaluates the candidate across several elements of teaching practice, including initiative, use of feedback, classroom management, lesson planning, instructional strategies, and assessment. The associate teacher provides positive feedback, noting the candidate demonstrated responsibility, engaged students, improved pacing of lessons, and was effective in self-reflection and using assessment to guide instruction. The assessment recommends the candidate for the teaching profession.
This document outlines the agenda and activities for a New Teacher Induction Program. The program aims to provide support to new teachers to help develop professional relationships and retain them. The session will provide strategies on parental involvement and classroom organization. Activities include getting acquainted, learning about Marzano's instructional strategies, a homework strategy involving parents, an open discussion, and gaining knowledge of effective organizational skills. Teachers will complete an evaluation at the end.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
1. The document outlines a training design for a one-day leadership seminar-workshop for student government officers and advisers from Surigao del Sur State University - Cagwait Campus and public and private high schools in Surigao del Sur.
2. The seminar aims to enhance the leadership skills of participants through lectures on parliamentary procedures, writing resolutions and minutes, and developing public speaking.
3. The event will be held at Space Bar in Cagwait, White Beach Resort in September 2012 and is expected to have over 30 participants from the university and local high schools. It will be funded through student government funds and registration fees.
The document summarizes Catherine O'Donnell's task of mapping out the existing curriculum development process at Ulster University and identifying where a new reflective tool called Viewpoints could fit within that process. It lists many of the policies, documents, committees, and feedback mechanisms that directly influence the curriculum development process. It also requests feedback on any gaps in the mind map being created to illustrate the relationships between these different influences, and ideas for how Viewpoints could enhance the university's approach to curriculum design.
This document outlines the action plan for the Values Education majors at Benguet State University College of Teacher Education for 2014-2015. It includes the vision, mission, and goals of the college. The action plan has five key result areas: information dissemination, career exploration, tributes for graduates, fundraising, and a seminar. Each key result area lists objectives, strategies, target recipients, timeframe, responsible persons, and budget. The overall goal is for Values Education majors to organize activities that promote values formation among students.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.
Whole School Planning For Student LearningDavid Tyler
The document discusses developing a whole school plan for student learning in the Grampians region. It provides guidance on creating shared principles and goals, mapping the curriculum, developing an action plan, and reviewing units of work. The intention is for schools to draft parts of their plan by the end of the day.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
This document discusses evaluation at the secondary level in Pakistan. It covers the concept, nature, and importance of evaluation including determining academic progress, motivating students, and making educational decisions. The document also discusses internal and external evaluation systems, with internal exams conducted by schools and external exams conducted by outside authorities. Finally, it discusses the process of evaluation including planning, implementation, and feedback to improve the quality of education.
The course is intended to introduce the education students to effective curriculum design and assessment. The course topics include curriculum models, principles and approaches in designing, delivering and addressing the curriculum
Implementing and Enriching the CurriculumJohnaAdube
This document provides information on curriculum implementation and enrichment. It discusses:
- The importance of properly implementing a curriculum for it to be effective.
- Two perspectives on how curriculum can be implemented - one giving teachers full control and one with authoritarian control.
- Factors that affect the success of implementation like teacher training, resources and support.
- Assessing the effectiveness of implementation by looking at student activities, teacher activities and use of support materials.
- Enriching the core curriculum by providing additional exciting learning opportunities beyond what is required. This includes planning enrichment units and evaluating their impact.
This document discusses course planning and unit planning for nursing programs. It defines course planning as organizing the content and learning experiences for a program leading to graduation. Unit planning involves dividing subject matter into large subdivisions. The key aspects of course and unit planning include:
1. Stating objectives and selecting appropriate content and resources
2. Organizing content and learning experiences in a logical sequence
3. Evaluating student learning through various assessment methods
The purpose is to ensure students learn essential information and skills through well-structured and coordinated programs and units. Teachers play an important role in effective planning at both the course and unit levels.
The document provides an instructional design for a 5-day mid-year in-service training for teachers at the Pres. Carlos P. Garcia Technical Vocational School of Fisheries and Arts in Bien Unido, Bohol, Philippines from March 15-19, 2021. The training will be conducted online and has 71 teacher participants. The design outlines the program background and rationale, objectives, activities, budget, resources, and evaluation plan. The goal is to address learning gaps identified in the school's assessment and help teachers improve their knowledge and skills to better achieve learning outcomes for students. [END SUMMARY]
Principles and theories in curriculum developmentDrSindhuAlmas
What Is Curriculum
A Curriculum Will Answer
Difference Between Syllabus & Curriculum
Aims And Objectives
Curriculum Framework
Common Elements Of A Curriculum Framework
The Role Of Curriculum
This document outlines the Philippine Professional Standards for Teachers. It includes 7 domains that define teacher quality, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers with descriptors for beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. Finally, it provides details on the strands and indicators for each domain at different career stages.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
The document outlines the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It describes the standards across 7 domains that teachers are required to demonstrate, including: 1) content knowledge and pedagogy, 2) learning environment, 3) diversity of learners, 4) curriculum and planning, 5) assessment and reporting, 6) community linkages and professional engagement, and 7) personal growth and professional development. Collectively, the 7 domains comprise 37 strands that refer to more specific dimensions of teacher practice. The standards were created to complement education reforms and articulate what constitutes teacher quality in the K-12 system.
Results-Based Performance Management System (RPMS) COT Rubrics .pdfCyrilForro
The document provides an introduction to the PPST-based Classroom Observation Tool (COT), which was developed to assess teacher performance based on the Philippine Professional Standards for Teachers (PPST). The COT indicators are selected from the 21 observable strands in the PPST. It describes the development of the COT, the parts of the rubric, the career stage levels, and the different COT subsets for assessment purposes.
The document outlines the roles and responsibilities of teacher interns, critic teachers, and college supervisors during the teaching internship. It emphasizes that the internship is crucial for developing professional teaching skills and should be treated as a full-time responsibility. The critic teacher serves as a daily mentor and supervisor, providing feedback and guidance as the intern assumes more classroom responsibilities over time. The college supervisor monitors progress and acts as a liaison. Clear communication and adherence to policies are important for a successful internship experience.
Principles & theories in curriculum development pptchxlabastilla
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
This document outlines the process standards for primary and secondary education in Indonesia according to Government Regulation No. 19 of 2005. It discusses the planning, implementation, and assessment of the learning process. The planning process includes developing syllabi and lesson plans (RPP) that cover competency standards, learning objectives, time allocation, teaching methods, and assessment. Implementation requires adherence to student-teacher ratios and textbook guidelines. Learning activities involve introduction, core, and closing sections, and core activities are designed to be interactive. Assessment measures student achievement of competencies.
The document outlines how schools can use the School Self-Evaluation (SSE) process to support their implementation of the new Junior Cycle Framework. SSE involves a six-step process of gathering evidence on current practices, analyzing this evidence, drawing conclusions, developing an improvement plan, implementing the plan, and monitoring progress. Schools can use SSE to evaluate their current junior cycle curriculum, teaching, learning, and assessment and identify changes needed to align with the Framework. SSE will also help schools plan curriculum changes like integrating short courses, adjusting timetables, and improving supports for student transitions between primary and post-primary school and between junior and senior cycle.
Implementing the Curriculum: Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum
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The document discusses curriculum development for nursing programs. It defines curriculum as a plan for guiding the educative process and achieving educational goals. A nursing curriculum should include objectives, duration, course plans, and evaluation methods. It is developed through a process involving gathering information and making decisions at various levels. Key steps include establishing objectives, selecting learning experiences aligned with objectives, organizing experiences for continuity and integration, and evaluating the curriculum's effectiveness. The document also outlines various curriculum models like student-centered, correlated, and integrated curriculums.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. The key steps in curriculum development are then outlined, including:
1) Formulating educational objectives based on the needs of learners, society, and experts.
2) Selecting learning experiences according to criteria like consistency with objectives and allowing students to learn by doing.
3) Organizing learning experiences vertically and horizontally with continuity, sequence and integration.
4) Evaluating the curriculum, including assessment of the philosophy, goals, content, methods, and relationship between courses.
This document provides an overview of curriculum and its key components. It defines curriculum as the totality of a student's educational experience, including both formal and informal learning. The four main components of curriculum are identified as aims and objectives, content, teaching methodology, and evaluation. Examples are given for each component, such as developing students' moral character for aims, and lectures and group work for teaching methodologies. The document also discusses curriculum development models, content selection procedures, characteristics of good textbooks, and differences between assessment and evaluation.
The portfolio is a collection of documents a person, group, institution, organization, corporation, or the like which aims to document the development of a process to achieve the goals set
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
A microteaching application on a teaching practice course.pdfSara Parker
This study investigated the effectiveness of using microteaching methods in a teaching practice course for student teachers. Six student teachers participated in two teaching practices that were videotaped. After observing the first videos, the instructor provided feedback to help improve their teaching. Analysis showed the student teachers performed better in their second teaching in areas like explaining theories, identifying teaching roles, lesson planning, and conducting practice. The study suggests integrating microteaching into teaching practice courses to help student teachers develop their skills.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
Similar to practicum Associate Degree in Education (ADE) course in Pakistan (20)
Social Sciences (Pedagogy) Course code 641 University of Karachi.docxzulfiqaralibehan
Department of Teacher Education University of Karachi Social Sciences (Pedagogy)
Semester VII
Course Code: DTE 641
Objectives:
After completing this course, Student Teachers will be able to:
• promote critical thinking through the key concepts of history (change, continuity, and chronology) and geography (relationship among location, region, and
• environment)
• Apply the skills, strategies, and habits of mind required for effective inquiry and communication in teaching history and geography
• Apply the knowledge acquired through social studies and the study of history and geography to the world outside the classroom
• Apply the knowledge and skills gained from social studies to function as informed citizens in a culturally diverse and interdependent world
DETRC Karachi The 1st Educational Conference OK.pdfzulfiqaralibehan
DETRC Karachi, a renowned educational institution, successfully organized the inaugural educational conference on the theme "Education-reshaping the Society" on 26th of October 2023 to nurture the research culture in the province of education. The conference aimed to bring together a diverse group of individuals, including research scholars, educationists, and research students, who are passionate about the field of education.
Learning Diversities in the classroom @ Roshan Tara School PPT By Zulfiqar Be...zulfiqaralibehan
Topic Learning Diversities in the Classroom @ Roshan Tara Secondary School Sachal Goth Karachi, A teacher Training session conducted by Zulfiqar Behan.
Educational Administration: Concepts and Practices 6th Edition by Fred C. Lu...zulfiqaralibehan
This document summarizes key aspects of organizational culture as it relates to educational administration. It discusses various models and frameworks for understanding organizational culture, including Deal and Kennedy's four dimensions of culture, Steinhoff and Owens' typology of school culture phenotypes, and theories like Theory Z. It also covers the differences between organizational culture and climate, and analyzes constructs for conceptualizing school climate, such as Halpin and Croft's open vs closed climates and Hoy and Tarter's healthy vs sick schools. The document concludes with a discussion of the Comprehensive Assessment of School Environments and Willower, Eidell, and Hoy's concept of pupil control ideology.
This document discusses communication, including its definition, elements, and barriers. It defines communication as the process of sending and receiving information between two or more people. The main elements are the sender, who encodes the message, and the receiver, who decodes it. There are four types of barriers that can disrupt communication: process, physical, semantic, and psychosocial. Effective communication is a two-way process that requires effort from both the sender and receiver through skills like active listening. The document provides suggestions for improving communication, such as clarifying roles, writing clear emails, conducting organized meetings, and addressing cultural differences.
one Pager Poster presentation by zulfiqar Improving the implementation and ef...zulfiqaralibehan
Improving the implementation and effectiveness of out-of school-time tutoring.
one Pager Poster presentation by zulfiqar Improving the implementation and effectiveness of out-of school-time tutoring.
1. The Government Divisional Educational Technology Resource Centre (DETRC) in Karachi has a staff that includes teachers, assistant professors, and non-teaching roles like drivers and security guards.
2. DETRC works under the Directorate of Teacher Training Institutes in Sindh to provide quality education in the 6 districts of Karachi. It prepares resources and conducts workshops, trainings, and seminars for elementary and secondary teachers and administrators.
3. DETRC offers indoor and mobile workshops, virtual teaching programs, e-resources for teaching and learning, volunteer programs, and a researchers society to build teacher capacity and support education in a cost-effective manner.
This document discusses experimental research methods. It defines experiments as actions taken to observe consequences and collect controlled data. Examples of classic experiments are provided, including Albert Bandura's 1961 Bobo doll study. Topics suitable for experiments include small group interactions and hypothesis testing. Key aspects of experimental design discussed are selecting subjects through random assignment and probability sampling, and using classical designs like pretest-posttest control groups or Solomon four-group designs. Strengths include establishing causality and control, while weaknesses can include artificiality and sample size. Field experiments conducted in natural settings are also summarized, along with their strengths of external validity but weaknesses in establishing causality.
Grounded theory is a qualitative research method that focuses on generating theoretical ideas or hypotheses from data rather than having these specified beforehand. It involves three main stages - open coding to develop categories, axial coding to interconnect categories, and selective coding to build a core category and story that connects all categories. Key aspects include simultaneous data collection and analysis, constant comparison to discover relationships, theoretical sampling to refine categories, and memo-writing to develop ideas. While flexible, grounded theory provides a systematic approach to qualitative data analysis aimed at theory development rather than verification of existing theories.
This document provides an overview of focused group interviews. It defines a focus group as a small group of 8-12 people brought together by a moderator to explore attitudes and perceptions on a given topic. Focus groups are used to understand problems from participants' viewpoints and generate detailed data in participants' own words. They are well-suited for sensitive topics, marginalized groups, and generating ideas. The document outlines types of focus groups, their use in research, steps for conducting them, advantages, challenges, and ethical and logistical considerations.
The document discusses in-depth interviews as a method for qualitative data collection in research. It provides definitions of in-depth interviews and notes that they involve one-on-one, unstructured or semi-structured conversations to allow participants to freely discuss their experiences and perspectives on a topic. The summary describes how in-depth interviews can be useful for obtaining detailed first-person accounts and exploring topics in depth, but require skill from interviewers in actively listening, asking probing questions and guiding the discussion.
[NPSTP] National Professional Standards for Teachers in Pakistanzulfiqaralibehan
The document outlines the National Professional Standards for Teachers (NPSTs) in Pakistan. It provides details on the 27 standards that teachers are expected to know and understand in order to enhance the quality of education. The standards cover teachers' subject matter knowledge, knowledge of student learning, Islamic values, curriculum and planning, assessment, classroom environment, communication skills, engagement with parents and community, professional conduct, and strategies for teaching English. The NPSTs were developed by the Ministry of Education in Pakistan to improve education quality by enhancing teacher quality.
Erik Erikson was a German developmental psychologist best known for his theory of psychosocial development. The theory describes 8 stages of development from infancy to late adulthood, where individuals face unique developmental crises that help shape their identities and personalities. The document provides an overview of Erikson's life and educational background, and summarizes each of the 8 stages of psychosocial development, including the key developmental tasks, conflicts, and events associated with each stage.
Inclusive education session in HMs training Pakistanzulfiqaralibehan
This document discusses inclusive education, which promotes the full development of all learners regardless of attributes. It defines inclusive education and outlines its key principles like non-discrimination and equal opportunities. The document also discusses the aims of inclusive education like protecting rights and developing skills. It notes problems students may face like feeling isolated and lists the role of teachers in supporting students. Finally, it proposes strategies to improve inclusive education like mainstreaming, special teacher training, and improving resources.
Monetoring and Evaluation Policy 2017 Implication and drawbacks;A panel group...zulfiqaralibehan
This document provides details about an upcoming panel discussion on the topic of "Monitoring and Evaluation Policy draft application and drawbacks". It lists the moderator, 9 panelists who have been invited to participate, and provides their names and qualifications. It also lists 7 questions that will be discussed during the panel. The document invites the recipient to join the panel discussion as an expert. It provides the location and date of the scheduled discussion.
Communication is the exchange of information, ideas, thoughts, feelings, and emotions through speech, signals, writing, or behavior. It involves encoding a message by a sender and transmitting it through a medium to a receiver who provides appropriate feedback. Effective communication requires a common medium and understanding between the sender and receiver.
Peer tutoring is a strategy where students tutor each other, with a higher performing student paired with a lower performing student to review important academic or behavioral concepts. Peer learning refers to students learning together as equals, without any one student having authority, as students can learn from explaining ideas to others and participating in peer activities.
Lecture/Notes prepared byZulfiqar Behanfor class ADE GECE Lyari Karachizulfiqaralibehan
Multi-grade classes involve teaching two or more grade levels together in the same classroom. They exist due to necessities like small class sizes in remote areas. In a multi-grade classroom, the teacher takes on facilitator and planning roles to implement a curriculum tailored to varied student abilities and levels. Students benefit from social interaction across age groups and learn independence, while teachers can better assess student needs and experiment with teaching strategies.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
2. Actually Practicum is a 3 credit course.
As this is a practical course, one credit
requires additional hours of practice. It
is recommended that Student Teachers
spend approximately 30 days/six weeks
on the school placement in semester 4.
Student Teachers should aim to spend
six weeks at school for the practicum in
Semester 4.
3. To maintain the quality and similarity in the whole country, the
practical assessment portfolio was developed as per
international standards and National Professional Standards for
Teachers in Pakistan
4. A student portfolio is a compilation of academic work
and other forms of educational evidence assembled for
the purpose of (1) evaluating coursework quality,
learning progress, and academic achievement; (2)
determining whether students have met learning
standards or other academic requirements for courses,
grade-level promotion, and graduation; (3) helping
students reflect on their academic goals and progress
as learners; and (4) creating a lasting archive of
academic work products, accomplishments, and other
documentation.
5. Organize your portfolio in a logical order; for
example, make your essay the first item,
followed by your resume, and then
your writing samples, arranged chronologically
or by subject. Type a page number on all pages of
the portfolio or include page dividers so readers
can quickly skip to the pages that interest them.
6.
7. In Pakistan, four years new teachers training program was
introduced with the collaboration of USAID in 2009 to
produce the quality teachers.
Teaching practicum is a core area in this program for
practical teaching at practicing schools.
. The evaluation of pre-service teachers is done through the
aforesaid portfolio. The study involves how assessment
portfolios plays role in the development of professional skills
of prospective teachers. The study defines the present status
of assessment portfolio and its connection between theory
and practice in the actual classroom situation
8. During the practicum, student students are
expected to critically select and use
appropriate materials, resources (including
persons in the community) and technology,
and to have experiences with classroom
management and a variety of evaluation
techniques (including authentic assessment).3
Collaboration with other Student Teachers and
professionals in the school setting should be
encouraged in order to develop team building
skills and utilization of all resources to enhance
children's learning.
9. Each Student Teacher will develop a plan
for gradually increasing responsibility in the
classroom, working with the Seminar
Instructor, the College/University
Supervisor (Seminar Instructors will
supervise field experiences, but may also
work with a team of supervisors) and the
Cooperating Teacher